Dissertation writing help - traditional, face-to-face remedial educations is not a priority
I need Custom Dissertation Writing Service on Remedial educations
While there has been a substantial amount of research focused on underprepared non-traditional students who have persisted or withdrawn in remedial education coursework, little research has been conducted on underprepared, non-traditional students who select not to enroll after being referred to remedial studies. In light of this gap in the literature this study focused on the research problem: For non-traditional aged technical college students who are referred to remediation studies, what factors militate against their enrolling in their initial remediation course? Anchored in a grounded theory approach to inquiry and the constant comparative method of data analysis, the research was rooted in the voices of non-traditional, technical university students who had been referred to remediation but had chosen not to attend. In broad strokes, the research led to the development of a theory of dissonance between institutional reality and prospective students' reality as they are engaged in the transfer to remediation process. Purposely, four factors that were found to militate against their enrollments:
1) scheduling mismatch between student's availability and institutional timetable;
2) traditional, face-to-face remedial educations is not a priority;
3) buy-in for remediation diminishes as COMPASS underestimates reading and writing abilities; and
4) fear of failure. This study will be used by leaders and practitioners in higher education to reduce the number of students who choose not to enroll in remedial education studies after they have been referred.